1996 Volume 16 Issue 2 Pages 137-143
Confirming the role of theater for public presentation of creative dancing which will serve to develop an appreciation for it in the form of achieving better communication, we have applied the two artistic viewpoints to examining creative dancing, that is, “Physical Art” and “Composite Art”. The purpose of this study is to clarify the differences in teaching contents and methods of creative dancing arising from this application. The result are summarized as follows:
1) Communication in the process of appreciating creative dacing means that the author, the dancer and the audience transmit and receive the message of dancing stimultaniously on the premise of their mutural existence. Therefor, the theater becomes a space in which author, dancer and audience do creative activity through performance and appreciation.
2) “Physical Art” is focused on the physical techniques of performance as the main theme of dancing, while “Composite Art” is focused on direction as only one part of the main theme.
3) When creative dancing in physical education is considered as “Physical art” based upon the theory that it is to be considered as the same, the main theme of dancing and the scope of contents can be focused on body and physical activities, in which higher pursuit of techniques will become the most important subject. While creative dancing is considered as “Composite Art” based upon the theory that dancing is to be considered as the same, those can be focused on staging art and direction, thereby making it possible to enlarge on the scope of contents.
